DISCIPLINE

NOT PUNISHMENT

An Introduction to Positive
Discipline
Discipline and
Punishment

Is there a difference?
 DISCIPLINE PUNISHMENT

Discere - to learn Punire - to inflict a

Discipere - to penalty on, or cause
comprehend pain for some
Discipere - to teach offense
Discipline
Discipline aims to teach,
mentor, guide, helplearn…

Role of the “teacher” or

“mentor” is to explain well
and demonstrate/ model good
behavior

Discipline is part of child

rearing and is not limited to
situations when there is a
mistake or offence
Punishment
Penalty for doing
something wrong

Controlling or “correcting
mistakes through the use
of pain

Teaching a (painful)
“lesson” so that the
Rosselle Arenas, 14
San Pedro, Laguna

mistake will not be

repeated
Positive Discipline
DISCIPLINE = TEACHING
Positive discipline is part of an education
process, a way of thinking and an approach
to teaching that:
Helps children develop appropriate
thinking and behavior in the
short and long-term.
Helps children develop self-
discipline and confidence.
Guides children to be in harmony
with self and others.
 Positive discipline isnot…
• Permissive teaching

• An absence of rules,
limits or expectations

• Short-term reactions or
alternative punishments
Positive Discipline and Children’s Rights
Respect for the human
dignity and physical integrity of
children

Recognition of children’s
capacities and their right to
participate

Ensuring children’s best

interests at all times
 Positive Discipline Principles

Problem-Solving

Positive & healthy Supportive learning

relationship environment
(Warmth) (Structure)

Understanding how children think and feel

Long-term goals
Planning

• Long-term goals
 What kind of people do we want our
children to become?
Respectful & has
empathy for others Disciplined &
responsible
Can make wise Goal-directed
decisions Analytical
Able to form healthy Life-long learner
relationships Honest
Confident & has a Has faith
solid self-esteem
What can we do?
Reflect on the values and life skills we want to
teach children
Make day-to-day problem situations an occasion
for teaching these values and life skills
Model these values and life skills (respect, taking
responsibility, wisdom, handling conflict,
empathy) to children
Knowledge

Understanding how children think and feel

Long-term goals
 Understanding How Children
Think and Feel
Children at different ages
need different kinds of
support andinformation.
Children’s developmental
stage and other extenal
factors affect how they
think, feel and behave.
Tools for Understanding How Children
Think and Feel
Typical development
Empathy
Observation
Listening
Specific context or
situation
Typical Development

Pre-adolescent period
Start of physical and hormonal changes at
puberty
Establishing independence
Forming opinions about parents/authority
figures and about what is going on aroundthem
The Role of the Adult
Pre-adolescent period
• Continue building trust by listening to the child’s
stories
• Letting the child express his/her emotions and
teaching him/her how to manage these
• Show that you accept the child even if he/she
has made amistake
• Continue to help the child see the consequences
of his/her negativeaction
Typical Development
Adolescence
Establishing identity
Setting long-term goals for oneself
Challenging authority
Establishing intimaterelationships
The Role of the Adult
Adolescence
Respectful monitoring of activities
Engaging the adolescent in discussions about
identity, intimate relationships and risky
behaviours
Listening to and respecting the child’s opinion
Be firm and consistent about non-negotiables
Understanding Temperament
Temperament –child’s specific way of
interacting/reacting to the environment
Dimensions –activity level, regularity, response
to new situations, adaptability, distractability,
persistence, intensity
Important for parents to recognize similarities
and differences between one’s own and the
child’s temperament to be able to identify the
child’s specific needs and the appropriate
responses.
Specific context: living on the street
Lack of adult support and structure
The child becomes street smart
Experience of violence in the streets
Need to build trust
Gently reintroduce structure
Teach non-violence in conflict resolution
Redirect behaviour toward positivegoals
Specific context: child abuse
Low of self-esteem
Difficulty in making friends; shyness
Aggression
Need to rebuild trust
Consistency in providing structure
Specific context: the workingchild
Need for support to manage the demands of
work and school that creates pressure on the
child
Need for protection: check conditions of work
Listen to the child’s stories/observe physical and
emotional changes
Respect: giving the child his/her share of
income
Specific context:
the child in conflict with the law
Rebuild trust by listening to the child’s opinions
Rebuild respect by challenging negative notions
but also recognising good ideas
Help the child understand the long-term
consequences of his/her actions on self
and others
Understanding How Children Think andFeel
Tools

Positive & healthy Supportive learning

relationship environment
(Warmth) (Structure)

Understanding how children think and feel

Long-term goals
 A Positive and Healthy Relationship with
Children
Children learn best when
they feel respected,
understood, trusted,
safe and loved.
We can demonstrate respect and empathyby…
Showing children that they are still respected and
accepted even when they do something wrong or when
they commitmistakes
Listening tothem
Looking at their situation from their point of view
Laughing withthem
Supporting them when they are facingchallenges
Encouraging them when they have to do something
difficult
Telling them that they believe in them
Recognizing their efforts and successes
Showing them that they trust them
 Creating a Supportive
Learning Environment
A supportive
environment provides
children with
appropriate
information and
guidance to facilitate
learning, decision-
making and problem
solving.
We can build a supportive learning
environment by…
Explaining the reasons forrules
Helping them find ways to fix their mistakes in a
way that helps them learn
Teaching them about the effects of their actions
on otherpeople
Being fair and consistent
Controlling anger; manage frustration and anger
in a healthyway
Skills
Problem-Solving

Positive & healthy Supportive learning

relationship environment
(Warmth) (Structure)

Understanding how children think and feel

Long-term goals
Problem-Solving
Remember your long-term goals
Think before you act. Transform the challenging
situation into a constructive learning event for both the
child andthe teacher. Most actions that adults
oftentimes label as “misbehaviors” are but a natural part
of children’s development and should not be seen
as threats to adults’ authority. It is therefore helpful to
think ahead, anticipate problems that may arise, and plan
aresponse.
Positive discipline…
Is about finding long-term solutions to everyday
parenting challenges that will develop a child’s self-
discipline
Involves building mutually respectful relationships with
children, clearly communicating expectations, rules and
limits; and increasing children’s competence and
confidence to handle challenging situations
Is all about teaching life-long skills among children and
at the same time respecting their rights as human beings.
Positive discipline…
Is about finding long-term solutions to
everyday parenting challenges that will develop
a child’s self-discipline
Involves building mutually respectful
relationships with children, clearly
communicating expectations, rules and limits;
and increasing children’s competence and
confidence to handle challengingsituations
Is all about teaching life-long skills among
children and at the same time respecting their
rights as humanbeings.
Using positive discipline is
a process.

It will take time and needs

family support.